 Free Image from Pixabay Unmanned spacecraft taking images of Jupiter’s moon Europa have found its surface to be very smooth with few meteorite craters. Europa’s surface ice shows evidence of being continually resmoothed and reshaped. Cracks, dark bands, and pressure ridges (created when water or slush is squeezed up between 2 slabs of ice) are commonly seen in images of the surface. Two scientists express their views as to whether the presence of a deep ocean beneath the surface is responsible for Europa’s surface features. Scientist 1 A deep ocean of liquid water exists on Europa. Jupiter's gravitational field produces tides within Europa that can cause heating of the subsurface to a point where liquid water can exist. The numerous cracks and dark bands in the surface ice closely resemble the appearance of thawing ice covering the polar oceans on Earth. Only a substantial amount of circulating liquid water can crack and rotate such large slabs of ice. The few meteorite craters that exist are shallow and have been smoothed by liquid water that oozed up into the crater from the subsurface and then quickly froze. Jupiter’s magnetic field, sweeping past Europa, would interact with the salty, deep ocean and produce a second magnetic field around Europa. The spacecraft has found evidence of this second magnetic field. Scientist 2 No deep, liquid water ocean exists on Europa. The heat generated by gravitational tides is quickly lost to space because of Europa’s small size, as shown by its very low surface temperature (–160°C). Many of the features on Europa’s surface resemble features created by flowing glaciers on Earth. Large amounts of liquid water are not required for the creation of these features. If a thin layer of ice below the surface is much warmer than the surface ice, it may be able to flow and cause cracking and movement of the surface ice. Few meteorite craters are observed because of Europa’s very thin atmosphere; surface ice continually sublimes (changes from solid to gas) into this atmosphere, quickly eroding and removing any craters that may have formed. 1. Which of the following best describes how the 2 scientists explain how craters are removed from Europa’s surface?
2. According to the information provided, which of the following descriptions of Europa would be accepted by both scientists?
3. With which of the following statements about the conditions on Europa or the evolution of Europa’s surface would both Scientist 1 and Scientist 2 most likely agree? The surface of Europa:
4. Which of the following statements about meteorite craters on Europa would be most consistent with both scientists’ views?
5. Scientist 2 explains that ice sublimes to water vapor and enters Europa’s atmosphere. If ultraviolet light then broke those water vapor molecules apart, which of the following gases would one most likely expect to find in Europa’s atmosphere as a result of this process?
6. Based on the information in Scientist 1’s view, which of the following materials must be present on Europa if a magnetic field is to be generated on Europa?
7. Assume Scientist 2’s view about the similarities between Europa’s surface features and flowing glaciers on Earth is correct. Based on this assumption and the information provided, Earth’s glaciers would be least likely to exhibit which of the following features?
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 Free Image from Pixabay Idioms are often challenging because idiom questions cannot be figured out by applying a rule. An idiom is a word or phrase which means something different from its literal meaning. For example, "it's raining cats and dogs" is a common idiom in English, but it's not meant to be taken literally: cats and dogs are not falling from the sky! The SAT and the ACT tests you on your idiomatic usage Can you figure out the errors in the following sentences?
The SAT and the ACT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional IdiomsIn a prepositional idiom, the preposition determines the meaning. For example, consider the pair at ease and with ease. The prepositions 'at' and 'with' change the meaning of the phrase. “At ease” refers to a state of relaxation: “He stood at ease during the parade.” “With ease” is used to refer to a sense of effortlessness as “She completed the gymnastics routine with ease.” Some common prepositional idioms on the SAT and the ACT are:
Idioms with Gerunds or InfinitivesGerunds and infinitives are sometimes referred to as verb complements. They may function as subjects or objects in a sentence. A gerund is a verb in its ing (present participle) form that functions as a noun that names an activity rather than a person or thing. Any action verb can be made into a gerund. An infinitive is a verb form that acts as other parts of speech in a sentence. It is formed with to + base form of the verb. Ex: to buy, to work. Let's look at some examples. Here's an example with the gerund in bold: I neglected doing my homework. The sentence is also correct if you use an infinitive: I neglected to do my homework. Some examples of gerund and infinitive idioms on the SAT and the ACT are:
Now that you know some of the idioms asked on the SAT and the ACT, turn over to see the answer for the quiz.
 Problem:In the equation r = 4/(2 + k), k represents a positive integer. As k gets larger without bound, the value of r: F. gets closer and closer to 4. G. gets closer and closer to 2. H. gets closer and closer to 0. J. remains constant. K. gets larger and larger Answer:Answer is H.
As k gets larger and larger without bound, the expression 4/(2+k) becomes 4 divided by an increasingly large number. For example, think about the trend between the following fractions: 4/100, 4/10,000, 4/1,000,000, ... Looking at it this way, you can see that the expression for r gets closer and closer to zero.  Free Image from Pixabay Seeing me, she roused herself: she made a sort of effort to smile, and framed a few words of congratulations; but the smile expired, and the sentence was abandoned unfinished. She put up her spectacles and pushed her chair back from the table. “I feel so astonished,” she began, “I hardly know what to say to you, Miss Eyre. I have surely not been dreaming, have I? Sometimes I half fall asleep when I am sitting alone and fancy things that have never happened. It has seemed to me more than once when I have been in a doze, that my dear husband, who died fifteen years since, has come in and sat down beside me; and that I have even heard him call me by my name, Alice, as he used to do. Now, can you tell me whether it is actually true that Mr. Rochester has asked you to marry him? Don’t laugh at me. But I really thought he came in here five minutes ago, and said that in a month you would be his wife.” [10] “He has said the same thing to me,” I replied. “He has! Do you believe him? Have you accepted him?” “Yes.” She looked at me bewildered. “I could never have thought it. He is a proud man; all the Rochesters were proud: and his father at least, liked money. He, too, has always been called careful. He means to marry you?” “He tells me so.” She surveyed my whole person: in her eyes I read 30 that they had there found no charm powerful enough to solve the enigma. “It passes me!” she continued; “but no doubt it is true since you say so. How it will answer I cannot tell: I really don’t know. Equality of position and fortune is often advisable in such cases; and there are twenty years of difference in your ages. He might almost be your father.” [22] “No, indeed, Mrs. Fairfax!” I exclaimed, nettled; “he is nothing like my father! No one, who saw us 40 together, would suppose it for an instant. Mr. Rochester looks as young, and is as young, as some men at five and twenty.” “Is it really for love he is going to marry you?” she asked. I was so hurt by her coldness and skepticism, that the tears rose to my eyes. “I am sorry to grieve you,” pursued the widow; “but you are so young, and so little acquainted with men, I wished to put you on your guard. It is an old saying that ‘all is not gold that glitters’; and in this case I do fear there will be something found to be different to what either you or I expect.” [30] “Why?—am I a monster?” I said: “Is it impossible that Mr. Rochester should have a sincere affection for me?” “No: you are very well; and much improved of late; and Mr. Rochester, I dare say, is fond of you. I have always noticed that you were a sort of pet of his. There are times when, for your sake, I have been a little uneasy at his marked preference, and have wished to put you on your guard; but I did not like to suggest even the possibility of wrong. I knew such an idea would shock, perhaps offend you; and you were so discreet, and so thoroughly modest and sensible, I hoped you might be trusted to protect yourself. Last night I cannot tell you what I suffered when I sought all over the house, and could find you nowhere, nor the master either; and then, at twelve o’clock, saw you come in with him. “Well never mind that now,” I interrupted impatiently; “it is enough that all was right.” [40] “I hope all will be right in the end,” she said: “but, believe me, you cannot be too careful. Try and keep Mr. Rochester at a distance: distrust yourself as well as him. Gentlemen in his station are not accustomed to marry their governesses.” Questions:1. When Mrs. Fairfax says, “Gentlemen in his station are not accustomed to marry their governesses,” she is expressing her belief that: A. Mr. Rochester is incapable of loving Miss Eyre. B. Mr. Rochester will treat Miss Eyre like a governess when they are married. C. Mr. Rochester may not be sincere about his feeling towards Miss Eyre D. Mr. Rochester may not really have asked Miss Eyre to marry him. 2. It can be reasonably inferred from the conversation that Mrs. Fairfax believes Miss Eyre will: F. recognize that Mr. Rochester actually wants to marry Mrs. Fairfax. G. marry Mr. Rochester much sooner than originally planned. H. no longer desire to marry Mr. Rochester. J. potentially regret her decision to agree to marry Mr. Rochester. 3. Mrs. Fairfax’s opinion about Miss Eyre and Mr. Rochester’s relationship can best be exemplified by which of the following quotations from the passage? A. “Mr. Rochester looks as young, and is as young, as some men at five and twenty.” B. “How it will answer I cannot tell: I really don’t know.” C. “He is a proud man; all the Rochesters were proud.” D. “But I really thought he came in here five minutes ago, and said that in a month you would be his wife.” 4. The phrase “you were so discreet, and so thor- oughly modest and sensible” (lines 36–37) is used by Mrs. Fairfax to: F. explain why Miss Eyre should not marry Mr. Rochester. G. explain why it is likely that Mr. Rochester really does not plan on marrying Miss Eyre. H. explain why Mrs. Fairfax had not discussed Mr. Rochester’s feelings toward Miss Eyre before. J. insult Miss Eyre and let her know that Mrs. Fairfax was disappointed in her. 5. The passage makes it clear that Miss Eyre and Mr. Rochester: A. get married. B. do not really know each other well enough to become engaged. C. will not live happily because they will be shunned by society. D. have a relationship that is not typical in their society. Answers:
Ref: McGraw Hill
 QuestionWhich of the following is a factored form of 3x^3y^3 + 3xy? A. 3xy(x^2y^2 + 1) B. 3(3x^2y^2) C. (3x + 3y)(3x + 3y) D. 3x^2y^2(xy) E. 3x(x^2y^2 + 3) AnswerThe correct answer is A. This problem requires you to find the Greatest Common Factor. The Greatest Common Factor is 3xy, because each term has at least 1 factor of 3, 1 factor of x, and 1 factor of y. When you factor 3xy out of 3x^3y^3 you are left with x^2 y^2 , and when you factor 3xy out of 3xy, you are left with 1. Therefore, when factored, 3x^3 y^3 + 3xy = 3xy(x^2 y^2 + 1).  Free Image from Pixabay Astronomers have found over 400 planets orbiting stars. The discovered planets have a variety of compositions, masses, and orbits. Despite the variety, the universal rules of physics and chemistry allow scientists to broadly categorize these planets into just a few types: Gas Giant, Carbon Orb, Water World, and Rocky Earth. Table 1 shows the composition of the various planet types and typical mass ranges relative to Earth.  Table 2 shows a sampling of planets orbiting various stars described in Table 1. These planets are merely numbered 1-7. Table 2 details the masses and orbital radii of the planets.  Questions:1. The data in Table 1 and Table 2 support which of the following statements? A. Gas Giant planets have the largest orbital radii. B. Orbital radius is directly related to mass. C. Orbital radius is inversely related to mass. D. The data does not support a correlation between mass and orbital radius. 2. According to Table 1 and Table 2, which of the following stars has the most massive Gas Giant planet orbiting it? F. Gliese 777 G. OGLE TR 132 H. PSR 1257 J. Gleise 581 3. If a new planet were discovered, with a mass of 325, an orbital radius of 1.5, and a composition of mostly hydrogen, what would be its most likely classification? A. Carbon Orb B. Water C. Rocky Earth D. Gas Giant Answers1. D
2. F 3. D  Image from Pixabay A
· absence · acceptable · accessible · accommodation · accomplish · achievement · acquire · address · advertisement · advice – (noun) · advise – (verb) · amateur · apartment · appearance · argument · athletic · attendance B · basically · beginning · belief – indicating the noun · believe – indicating the verb · beneficial · business C · calendar · campaign · category · cemetery · challenge · characteristic · cigarette · clothes · column · committee · commitment · completely · condemn · conscience · conscientious · conscious · controversy · convenient · correspondence · criticism D · deceive · definitely · definition · department · describe · despair · desperate · development · difference · difficult · disappointed · discipline · disease E · easily · effect · eighth · either · embarrass · encouragement · enemy · entirely · environment · especially · exaggerate · excellent · existence · experience · experiment F · familiar · February · finally · financial · foreign · foreigner · formerly · forty · fourth G · general · generally · genius · government · grammar · grateful · guarantee · guidance H · happily · height · heroes · humorous · hypocrite I · ideally · imaginary · immediate · incredible · independent · influential · insurance · intelligent · interference · interrupt · introduce · island · its – for possession · it’s – for “it is” or “it has” J · jealous · jealousy K · kneel · knowledge L · later · legitimate · length · library · lightning · likely · loneliness · lose (verb) · loose (adjective) · lovely · luxurious M · maintain · maintenance · manageable · management · manufacture · marriage · married · millionaire · misspell · mischievous · money · mortgage · muscle · mysterious N · naturally · necessary · neighbor / neighbour · ninety · noticeable · nowadays O · obedient · obstacle · occasional · occurred · official · opinion · opportunity · opposition · ordinary · originally P · particular · peculiar · perceive · performance · permanent · personal · personnel · physical · physician · piece · pleasant · possession · possible · possibility · potatoes · practically · prefer · privilege · professor · professional · pronounce / pronunciation · psychology · psychological Q · quantity · quality · questionnaire · queue · quizzes R · realistic · realize · really · receipt · receive · recognize · recommend · religion · religious · remember · representative · restaurant · rhythm · ridiculous · roommate S · sacrifice · safety · scared · scenery · schedule · secretary · sentence · separate · similar · sincerely · strength · surprise · suspicious · success · successful T · technical · technique · temperature · temporary · their (possessed by them) · there (not here) · they’re (contraction of “they are”) · themselves – not themself U · undoubtedly · unforgettable · unique · until V · valuable · village · violence · violent · vision · volume W · weather – indicating climate – The weather is nice today. · Wednesday · weird · whether – (indicating if) · which · woman – (singular) · women – (plural) · worthwhile · width · writing X Y Z · yacht · young  Building a vocabulary is hard. You have to read a lot. We mean a lot. Read. Read. Read. However, when you are faced with standardized tests, like the ACT, SAT, GRE, GMAT, HSPT, ISEE, SSAT, LSAT, etc. you don't have much time to build a great vocabulary, if you already don't have one. Here is a handy tip to quickly build a great one if you are pressed for time. Replace the word 'very' with a new word!
As a bonus, below is a list of the top 100 words on the SAT. Top 100 words on the SAT
Pronouns are small (I, me, he, she, it), but they are among the biggest troublemakers in the language. For example, in Shakespeare's Hamlet, Ophelia cried "Woe is me," which in today's formalized English should be "Woe is I." See the trouble? The English section of the ACT contains 75 questions, which you must answer in 45 minutes. More than 50 percent of the English section tests standard English conventions, such as sentence structure and formation, punctuation and usage. Pronouns are a part of these conventions. You all know what pronouns are, so we will not discuss that here. You also know how to use them: a substitute for a noun. Things get complicated when pronouns take on different guises, depending on the roles in plays in the sentence. Some pronouns are so well disguised that you may not be able to tell one from another. The usual suspects are: that and which; it's and its; who's and whose; who and whom; everybody and nobody; and their, they're, and theirs. The 'Which' Trials Image from Pixabay
Which sentence sounds right to you? If both did, you got 'which-ed'! The first sentence with 'that' is the correct usage. A lot of students (and adults) have problems with that-versus-which. Here are two rules that can help you figure out whether a clause should start with that or which.
Let's look at these sentences:
The point of each sentence is that Buster's bulldog won. What happens when we remove the that or which clause? In the first example, the which clause is disposable. We can just say: Buster's bulldog won best in show. In the second example, however, the that clause (that won best in show) is essential. Without it the sentence would read: The dog was Buster's bulldog, which is a different meaning that the dog that won best in show was Buster's bulldog. Who vs. WhomWhen do you 'who' and when do you use 'whom'? Keep it simple! The most important thing to know is that who does something (it's a subject, like she), and whom has something done to it (it's an object, like her). Sometimes it can get tricky. Let's see the following examples:
Is it 'who' or 'whom'? If you strip off all the words between the subject and verb, you end up with who ... used math for fashion. 'Who' did something (used math for fashion), so it's the subject. 'Whom' does not work.
First strip the sentence down to the basic clause, [who or whom] he invited. You can see that whom is the object--he did something to (invited) whom--even though whom comes ahed of both the subject and the verb. More than Meets the IMany smart people hesitate about I vs me, he vs him, she vs her, and they vs them. How do we use them correctly? It all depends on the context. Let's look at the following examples:
So the usage of I vs me depends on the context, i.e., what you are trying to communicate. The Many SelvesStudents (and adults) often confuse the usage of 'I' and 'myself' and the rest of the 'self' crew (yourself, himself, herself, itself, ourselves, yourselves, themselves). The key point about the 'self' crew is that they should not take the place of ordinary pronouns I and me, she or her, and so on. They are used only for two purposes:
There are some other pesky pronouns, but that topic is for another blog.
 Free Image from Pixabay The semicolon is one of the most useful but least used punctuation marks. The SemicolonMany people avoid the semicolon. Some even seem to dislike it, but it does not have to be that way. The source of avoidance or dislike is the lack of understanding of the proper role of the semicolon. If a comma is a yellow light and a period is a red light, the semicolon is a flashing red--one of the lights you drive through a brief pause. Here's when to use it. 1. Use a semicolon to separate clauses when there's no and in between.
2. Use semicolons to separate items in a series when there's already a comma in one or more of the items.
The ColonThink of the colon as punctuation's master of ceremonies. Use it to present something: a statement, a series, a quotation, or instructions. But remember that a colon is an abrupt stop, almost like a period. Use one only if you want your sentence to brake completely. Here is how to do it. 1. Use a colon instead of a comma, if you wish, to introduce a quotation.
Many people prefer to introduce a longer quotation with a colon instead of a comma. 2. Use a colon to introduce a list, if what comes before the colon could be a small sentence in itself (it has both a subject and a verb).
Just don't use the colon to separate a verb from the rest of the sentence. In John's shopping cart were: a Bordeaux, a Merlot, and a Chardonnay. If you don't need a colon, why use one? In John's shopping cart were a Bordeaux, a Merlot, and a Chardonnay. And that's it folks. Wasn't that easy? Reference: Woe is I, by Patricia T. O'Connor
 Free Image from Pixabay The comma is a small mark, but it is perhaps the most important punctuation in grammar. Despite that, comma confusion is one of the most common grammatical problems that students face. This blog attempts to help students with proper comma usage. Short Summary (TL;DR)Comma Usage:
1. The PauseCommas, commas, commas. They often are a source of confusion. How do you use without getting lost in grammatical jargon? Thanks to Patricia T. O’Conner's book on grammar, Woe is I: The Grammarphobe’s Guide to Better English in Plain English, commas can easily be understood. We let her tell you about them in her own words: "When you talk, your voice, with its pauses, stresses, rises and falls, shows how you intend your words to fit together. When you write, punctuation marks are the road signs (stop, go, yield, slow, detour) that guide the reader, and you wouldn’t be understood without them. "If you don’t believe me, try making sense out of this pile of words: Who do you think I saw the other day the Dalai Lama said my Aunt Minnie. "There are at least two possibilities: "Who do you think I saw the other day?" the Dalai Lama said. "My Aunt Minnie." "Who do you think I saw the other day? The Dalai Lama!" said my Aunt Minnie." "Punctuation isn’t some subtle, old-fashioned concept that’s hard to manage and probably won’t make much of a difference one way or another. It’s not subtle, it’s not difficult and it can make all the difference in the world. 2. Separate the Parts of SpeechIf you get commas right, you will get most of your punctuation right. How do we use them? Long and short division Use a comma to separate big chunks (clauses) of a sentence with and between them.
If there’s no 'and' in between, use a semi-colon instead:
Use commas to separate a series of things or actions.
In a series, you can leave out the comma before "and". It’s just a matter of taste. 'And' can also be thought of as a separator, a break, so a comma often is unnecessary. 3. Comma with Subjects and their VerbsWith few exceptions, a comma should not separate a subject from its verb. Incorrect: My friend Amanda, is a wonderful dancer. Writers are often tempted to insert a comma between a subject and verb this way because speakers sometimes pause at that point in a sentence. But in writing, the comma only makes the sentence seem stilted. Correct: My friend Amanda is a wonderful singer. Be especially careful with long or complex subjects: Incorrect: The things that cause me joy, may also cause me pain. Correct: The things that cause me joy may also cause me pain. Incorrect: Navigating through snow, sleet, wind, and darkness, is a miserable way to travel. Correct: Navigating through snow, sleet, wind, and darkness is a miserable way to travel. 4. Comma After IntroductionsIntroductory Clauses
Introductory clauses are dependent clauses that provide background information or "set the stage" for the main part of the sentence, the independent clause. For example:
Introductory phrases Introductory phrases also set the stage for the main action of the sentence, but they are not complete clauses. Phrases don't have both a subject and a verb that are separate from the subject and verb in the main clause of the sentence. Common introductory phrases include prepositional phrases, appositive phrases, participial phrases, infinitive phrases, and absolute phrases.
Introductory words (SHFM) Introductory words like however, still, furthermore, and meanwhile create continuity from one sentence to the next.
 Traditionally, oral drugs in pill or capsule form have been designed to release the dose of medicine in the upper gastrointestinal tract, where drugs are more readily dissolved and absorbed. New research has targeted the colon as an ideal environment for drug absorption to treat certain illnesses. To reach the colon, the drug must first pass through the stomach and small intestine. Table 1 details several drug-delivery systems.  The following experiments test two of the drug-delivery systems: Experiment 1 Bacteria-dependent delivery. This experiment measured the average time it took a coated tablet to travel from the stomach (gastric emptying) through the small intestine (small intestine transit) to arrive in the colon. Twelve healthy men aged 23 to 25 years old and weighing between 55 and 70 kilograms (kg) who had fasted overnight were divided into 3 groups. They each swallowed 1 tablet, which contained a tracer (A or B) and 1 of 2 natural coatings (1 or 2). The location of the tracer was measured every half-hour for 12 hours. The average times are recorded in Table 2.  Experiment 2 Time-dependent delivery. The methods were the same as those used in Experiment 1, except that the tablets all contained the same tracer and 1 of 2 outer coatings (A or B) and one of two inner coatings (1 or 2). The average times are recorded in Table 3.  Several scientists considered some different environmental factors and their influence on the growth of certain bacteria. The following experiments used Salmonella bacteria to measure the effect of pH levels, nutrients, and temperature on the number of bacteria produced within a given time period.
Questions:1. According to Table 1, what might best contribute to the growth of Salmonella bacteria?
A. A pH level above 9 B. A pH level below 5 C. A pH level near 7 D. A pH level near 5 2. According to the results of the three experiments, which combination of the three factors studied would be expected to produce the highest percent growth? F. pH level of 5, organic compound in Dish 2, temperature of 40◦C G. pH level of 7, organic compound in Dish 2, temper- ature of 10◦C H. pH level of 5, organic compound in Dish 1, temper- ature of 40◦C J. pH level of 9, organic compound in Dish 1, temper- ature of 90◦C 3. Which of the following conclusions is strengthened by the results of Experiment 1? A. Salmonella bacteria reproduce most efficiently in an acidic environment. B. Salmonella bacteria reproduce most efficiently in a neutral environment. C. Salmonella bacteria cannot reproduce in a basic environment. D. Salmonella bacteria cannot reproduce in an acidic environment. 4. Bacteria will generally reproduce until all of the nutrients available have been depleted. How could the experiment be altered to maximize the length of time that bacteria will reproduce? F. Change the observation time from 6 hours to 12 hours. G. Regularly re-supply each group of bacteria with unlimited nutrients. H. Increase the rate of growth by decreasing the pH levels. J. Do not test the effect of different nutrient combinations on growth. 5. Which of the following was the independent variable in Experiment 3? A. pH level B. temperature C. organic compound D. percent growth 6. The experiments recorded the percent growth that occurred over a 6-hour period. Bacteria often repro- duce at a rate that drastically varies from one stage to the next. The best way to study the different stages of growth would be to record the percent growth: F. after 2 hours only. G. after 4 hours, then again after 6 hours. H. after 8 hours only. J. every 15 minutes for 3 hours.  Image from Pixabay Dopamines serve as enhancers or catalysts (a substance that initiates or increases the rate of impulses during a chemical reaction, but is not depleted during the process) to certain reactions involved in the activity of human thought. The dopamine intropin is involved in the stimulation of the neurotransmitters in the brain when thought is initiated. A student investigated the effects of dopamine activity on a specific neurotransmitter. Experiment 1 To each of 10 test tubes, 7 milliliters (mL) of a peptide (a neurotransmitter) solution was added. Two mL of an intropin solution was added to each of Tubes 1–9. Tube 10 received 2 mL of water without intropin. The tubes were then stirred at a constant rate in water baths at various temperatures and incubated (heated) from 0 to 15 minutes (min). At the end of the incubation period, 0.3 mL of NaCl solution was added to each tube. The NaCl stopped the reaction between the intropin and the peptide. The precipitates, solids formed in a solution during a chemical reaction, which in this case were caused by the reaction of NaCl and the pep- tide, were removed from the tubes and dried. The masses of the precipitates, in milligrams (mg), were measured to determine the relative amount of enhancer that remained in the tube. The results are shown in Table 1.  Experiment 2 Peptide solution (8 mL) was added to an additional 8 test tubes to which 2 mL of intropin solution was then added. The tubes were incubated at 10 degrees Celsius and stirred at a constant rate for 15 min. The effect of acidity on the neurotransmitter was observed by varying the acidity levels (using the pH scale). The relative amount of neurotransmitter present in each tube was determined in the same manner as Experiment 1, by adding NaCl solution to each test tube. The results are in shown in Table 2. 
In the complex plane, the horizontal axis is called the real axis and the vertical axis is called the imaginary axis. The complex number a + bi graphed in the complex plane is comparable to the point (a, b) graphed in the standard (x, y) coordinate plane. The modulus of the complex number a + bi is given by:
\[\sqrt{a^2 + b^2}\]
Question:
Which of the complex numbers z1, z2, z3, z4 and z5 below has the greatest modulus?
Answer:
Okay, so what is this question really asking?
All it is asking is for you to find the largest value of the square root of the sum of the squares of our coordinate points, or find:
\[\sqrt{x^2 + y^2}\]
The challenge is that we are not given the real x and y values of the coordinate points. So we have to estimate the coordinate points of our z points.
Because we are working with squares, negatives are not a factor, so we can eliminate the smaller numbers as we are just taking a number, positive or negative and taking the square of it. Let us estimate our coordinates: z1 = (-4, 5) z2 = (-2, 1) z3 = (-2, 3) z4 = (2, -2) z5 = (4, 2) We are looking for whichever point has the largest combination of its coordinate points. At a glance, the two points with the largest coordinates are z1 and z5. Let's find the modulus of z5, and smaller of the two.
\[\sqrt{4^2 + (-2)^2}\]
\[\sqrt{16 + 4}\]
\[\sqrt{20}\]
\[4.5\]
And the modulus of z1:
\[\sqrt{(-4)^2 + 5^2}\]
\[\sqrt{16 + 25}\]
\[\sqrt{41}\]
\[6.4\]
We can see that the modulus of z1, 6.4, is higher than that of z5.
Final answer: F, z1. Question:Consider the functions f(x) = sqrt(x) and g(x) = 7x + b. In the standard (x,y) coordinate plane, y = f(g(x)) passes through (4,6). What is the value of b?
A. 8 B. -8 C. -25 D. -26 E. 4 - 7. sqrt(6) Two whole numbers have a greatest common factor of 8 and a least common multiple of 48. Which of the following pairs of whole numbers will satisfy the given conditions?
F. 4 and 9 G. 5 and 10 H. 10 and 16 J. 14 and 20 K. 16 and 24  A group of students conducted several experiments using a variety of nonstick cookware, a spring scale, and several different weighted objects. Their goal was to determine which brand of cookware products had the best nonstick surface by measuring the coefficient of static friction, which is a measure of how resistant a stationary object is to movement. Experiment 1 A student connected the spring scale to a weighted object that was placed inside a piece of nonstick cookware as shown in Figure 1. The students planned to calculate the coefficient of static friction by determining the force required to disturb an object from rest. During the experiment, one student anchored the nonstick cookware be holding tightly to the handle while the other student attached a weighted, smooth steel object to the spring scale. The student pulled on the spring until the object began to move. A third student recorded the force in newtons, N, indicated on the spring scale at the moment the object began to move across the nonstick surface. This procedure was repeated for 3 different brands of cookware; each brand of cookware was tested with various weighted objects. The coefficient of static friction was calculated by dividing the average force required to move the object by its weight (mass × g, the gravitational constant). The results are shown in Table 1.  Experiment 2 The students performed an experiment similar to Experiment 1, except three different brands of cooking spray were applied to the same cookware surface before the weights were put in place. The results are shown in Table 2.  Questions:[1]. The results of the 2 experiments support the conclusion that as the weight of an object increases, the average force required to move it from rest generally: F. decreases. G. increases. H. varies, with no particular trend. J. remains constant. [2]. If Experiment 1 was repeated for Brand B cookware with a 200 gram mass, the average force needed to disturb the object from rest would be closest to: A. 0.03 N. B. 0.06 N. C. 0.12 N. D. 0.18 N. [3]. Based on the results of Experiments 1 and 2, which of the following combinations would result in the surface with the least coefficient of static friction? F. Cookware brand A and cooking spray brand X. G. Cookware brand B and cooking spray brand Y. H. Cookware brand C and cooking spray brand Y. J. Cookware brand C and cooking spray brand Z. [4]. Which brand(s) of cooking spray was/were tested with only 2 different weights in Experiment 2? A. Brand Y only. B. Brand Z only. C. Brands X and Y only. D. Brands X and Z only. [5]. According to the passage, for the students to accurately measure the coefficient of static friction, which force would have to be overcome? F. The weight of the object. G. The force between the spring scale and the object. H. The force of applying the cooking spray to the surface. J. The force required to disturb the object from rest. [6]. The students’ instructor gave them one piece of nonstick cookware and asked them to identify the brand. The students repeated the procedures followed in Experiment 1 and obtained average forces of 0.088 N for the 150 gram object and 0.149 N for the 250 gram object. Which of the following brands would most likely have produced these results?
A. Brand B only. B. Brand C only. C. Brand A and C only. D. Brand B and C only. ProblemA total of f men went on a fishing trip. Each of the r boats that were used to carry the fishermen could accommodate a maximum number of m passengers. If one boat had 5 open spots and the remaining boats were filled to capacity, which of the following expresses the relationship among f , r, and m?
F. rm+5=f G. rm−5=f H. r+m+5=f J. rf = m + 5 K. rf = m − 5 Randall is scheduling his classes for next term. He has a choice of 3 different science classes, 4 different math classes, and 5 different humanities classes. How many different class schedules can Randall create if he must take 1 science class, 1 math class, and 1 humanities class?
F. 14 G. 23 H. 30 J. 45 K. 60 Question:John wants to draw a circle graph showing his friends’ favorite ice cream flavors. When he polled his friends asking each their favorite flavor of ice cream, 35% of his friends said chocolate, 20% of his friends said vanilla, 15% of his friends said strawberry, 25% of his friends said mint chocolate chip, and 5% of his friends said flavors other than those previously listed. What will be the degree measure of the vanilla sector of the circle graph?
A. 126◦ B. 108◦ C. 90◦ D. 72◦ E. 36◦ QuestionWhen baking cookies, the quantity of flour needed is a constant proportion of the number of cookies being made. If 24 cookies require 2 cups of flour, how many cups of flour will 60 cookies require?
F. 2 G. 2 1/4 H. 3 J. 4 1/2 K. 5 QuestionIt is estimated that, from the beginning of 1995 to the end of 1999, the average number of CDs bought by teenagers increased from 5 per year to 9 per year. During the same time period, the average number of videogames purchased by teen- agers increased from 2 per year to 10 per year. Assuming that in each case the consumption rates are the same, in what year did teenagers buy the same average number of CDs and videogames?
A. 1995 B. 1996 C. 1997 D. 1998 E. 1999 QuestionIn a town called Hortonville, exactly 648 of the 2,160 residents have a white house. What percentage of the Hortonville residents does NOT have a white house?
F. 30% G. 50% H. 70% J. 80% K. 90% Direction:In the passage that follow, some words and phrases are underlined and numbered. In the answer column, you will find alternatives for the words and phrases that are underlined. Choose the alternative that you think is best, and fill in the corresponding bubble on your answer sheet. If you think that the original version is best, choose “NO CHANGE,” which will always be either answer choice A or F. Passage and Questions:Walter Reed’s Medical Breakthrough Just over 100 years ago, one of the most important medical discoveries, in modern times [1] relieved the suffering [1] and saved the lives of untold thousands. This major breakthrough was the identification of the cause and spread of the disease yellow fever. For several centuries, yellow fever was a scourge upon societies [2] in various parts of the world, striking towns and killing thousands of people. Thanks to [3] the efforts of Major Walter Reed and many courageous volunteers, the mechanisms for contracting and spreading yellow fever were uncovered. During Reed’s lifetime, it was a common acceptance [4] that yellow fever was spread by contact with infected items; such as [5] the clothing or blankets of a person with yellow5fever. Some doctors, however, questioned this notion, as the spread of yellow fever was not consistent with the spread of other communicable diseases [6]. Doubts about the accepted theory’s [7] of the fever’s spread prompted the U.S. Army to assign Reed and several doctors to the problem. They studied yellow fever in Cuba, where they were [8] infecting soldiers fighting in the Spanish 8 American War at a discouraging [9] rate. Acting on a hunch, several doctors volunteered to be bitten by mosquitoes; the volunteers developed yellow fever. This was enough information to spur General Reed to conduct more comprehensive experiments, so helping his cause [10]. [6.]
Which of the following sentences, if inserted here, would be the best example of how yellow fever seemed to be spread differently than other communicable diseases? F. For example, people had no choice but to wear clothing and use blankets, so the fever could not have spread that way. G. For example, sometimes one person would get sick in a household, while nobody else in that household would get sick. H. For example, yellow fever caused a great deal of pain in its victims. J. For example, some doctors were willing to go against what the rest of the medical establishment was saying. [7.] A. NO CHANGE B. theorize C. theories’ D. theories [8]. F. NO CHANGE G. the disease was H. the doctors were J. the Army was [9]. The writer wants to emphasize how quickly yellow fever was infecting the troops in the Spanish American War. Which choice does that best? A. NO CHANGE B. a great C. an alarming D. a normal [10]. F. NO CHANGE G. experiments; which helped his cause. H. experiments (which helped his cause). J. experiments. |
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